Nicholas Schaeve
Early on in his professional career, Nicholas Schaeve served as a teacher in upper elementary self-contained grades. He attained a master’s degree from the University of Wisconsin-Milwaukee and a PhD from Marquette University. Both graduate degrees focused on counseling studies and educational psychology. He then served students and adults as counselor and human relations program facilitator in various elementary, middle and high schools for a number of years. Later on, he added administrative course work and served as principal at the elementary school level for ten years. His professional experience was largely in Milwaukee’s public inner city schools.
With his training, he worked to build personal self-esteem and motivation toward academic growth in the learning life of youth. His belief in youth empowerment and constructive adult enabling contributed to the mission of activating higher expectations, critical thinking and problem solving skills. A key belief has always been that positive peers of any age working together naturally generate motivation toward higher achievement. Dr. Schaeve believes that use of parts or all of this book depending on one’s role in working with the education of youth will create youth movement toward growth in positive personal higher expectations, better learning skills and, most of all, in higher academic achievement and performance.
Dr. Schaeve is a Life Member of the American Psychological Association.
Dr. Schaeve is a Life Member of the American Psychological Association.
Chuck Gobel
Chuck Gobel taught English in public schools in grades 7-12. In addition he was a high school assistant principal and principal. As a teacher he initiated and developed curriculum aimed at serving students who were generally low performing and who saw high school not only as not useful but as the terminus of their education. As a school administrator he worked with his faculty to organize the school’s curriculum, not around age and grade, but around student interest and preparedness for courses. The emphasis for teachers was not that a teacher taught a subject, but that a teacher taught a student the subject. He, together with students, parents, and faculty, established democratic practices for decision making in the school, with each of the component groups participating in the decision. Subsequent to leaving his roles in a school, he represented school administrators and supervisors in Milwaukee as the executive director of their organization.
